few_shots: Example:
Problem/activity:
Narrative
The purpose of this activity is for students to create composite shapes and compose new shapes from composite shapes. For example, students may find that a rectangular prism can be made from four triangular prisms or from eight smaller cubes. Students then discover that they can combine two of the composed rectangular prisms to make a new rectangular prism.
Required Materials
Materials to Gather
Geoblocks
Launch
Groups of 4
Give each group geoblocks.
Display a large cube.
“This cube can be built from other shapes. See how many ways you can build a cube using other shapes.”
3 minutes: partner work time
Share responses.
Activity
“Choose a different shape. Try to find smaller shapes you can use to build that shape.”
5 minutes: partner work time
Student Response
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Activity Synthesis
Display a cube and a composite cube—for example, a cube composed of four small cubes and one rectangular prism.
Demonstrate putting the shapes together.
“What new shape did I make with the cube and the cube I made?”
“Put your shapes together to make a rectangular prism.”
Display a rectangular prism and two triangular prisms.
“Find these shapes. Put them together. What new shape can you make?” (a cube, a rectangular block)


Mathematical concept/skill options: 
A. Reason with shapes and their attributes.
B. Understand similarity in terms of similarity transformations.
C. Use coordinates to prove simple geometric theorems algebraically.
D. Translate between the geometric description and the equation for a conic section.
E. Understand congruence and similarity using physical models, transparencies, or geometry software.
F. Analyze, compare, create, and compose shapes.
G. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
H. Understand congruence in terms of rigid motions.
I. Classify two-dimensional figures into categories based on their properties.
J. Draw, construct, and describe geometrical figures and describe the relationships between them.
K. Explain volume formulas and use them to solve problems.
L. Prove theorems involving similarity.
M. Prove geometric theorems.
N. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
O. Define trigonometric ratios and solve problems involving right triangles.
P. Apply trigonometry to general triangles.
Q. Visualize relationships between two-dimensional and three-dimensional objects.
R. Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
S. Make geometric constructions.
T. Apply geometric concepts in modeling situations.
U. Solve real-world and mathematical problems involving area, surface area, and volume.
V. Graph points on the coordinate plane to solve real-world and mathematical problems.
W. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
X. Understand and apply theorems about circles.
Y. Understand and apply the Pythagorean Theorem.
Z. Experiment with transformations in the plane.
AA. Find arc lengths and areas of sectors of circles.


Thought: This activity asks students to reason how shapes can combine to make other shapes.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_lesson_009431

1
options: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Tell and write time.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Work with time and money.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Describe and compare measurable attributes.

Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Measure and estimate lengths in standard units.

Classify objects and count the number of objects in each category.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Relate addition and subtraction to length.

Convert like measurement units within a given measurement system.

Measure lengths indirectly and by iterating length units.
problem_activity: Task
Materials
Completed monthly weather recording sheet
[IMG]
Crayons
Sentence strips with frames (see below)
Student worksheet
Actions
Every day for a month the students record the weather by shading in an appropriate box on the recording sheet (attached).
At the completion of a month of school, the teacher projects the completed recording sheet using a document projector (if working with the whole class) or shows it to the students (if working in a small group setting).
The teacher asks the students to count how many days in the month each type of weather occurred, writing the number by the type of weather.
The teacher or another student asks questions like these:
How many rainy days did we have this month?
How many more rainy days did we have than sunny days?
How many days did we record the weather?
Students compose answers to the questions using sentence frames like these:
In September there were ___  ______ days
There were ___ more ________ days than ________ days
There were ___ fewer _________ days than _______ days
We recorded ____ days of weather altogether.
Both numbers and types of weather are used to fill in the blanks.  Students pair up and share an idea for each sentence frame; then the teacher chooses a student to fill in one of the frames orally, while it is recorded onto the sentence frame.
The students copy the data from the recording sheet onto their worksheet to create their own graph. The teacher may need to model this for the students the first time they do it.
The students choose a sentence based on the completed frames to match each of the weather pictures given.  So, for the sunny picture a student could write, "There were 5 more sunny days than rainy days," or "There were 12 sunny days in September."  The frame of "We recorded ___ days of weather altogether" could be stated orally, or added at the bottom of the recording sheet to be filled in. The teacher may need to model this for the students the first time they do it.


correct_option_index: 6